Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 9007 result(s) returned

Acknowledgements

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

Author(s): No creator set

License information
Related content

Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

Learning outcomes

By the end of this unit you should:

  • be able to describe the relationship between social work practice and the law;

  • understand the legal framework that regulates social work in Scotland;

  • have an awareness of the role of law in countering discrimination.

Introduction

This unit invites you to explore the relationship between social work and law and the meanings attached to these terms.

This unit is an adapted extract from the course The law and social work in Scotland (K207)

Acknowledgements

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

Tables

Table 4 Hammer, W. (1981), ‘Occupational Safety Management and Engineerin
Author(s): No creator set

License information
Related content

Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

SSPD_Chapter 6_Part 7_Device Simlation 3
Bijay_Kumar Sharma
SSPD_Chapter 6_Part 7_Device Simulation 3 gives the simulation of Breakover phenomena in a Common Emitter BJT and its relationship to the fabrication parameter
Author(s):
No creator set

The Lotus Seven S4 (Type 60) in Production: Marketing, Sales, and Reviews
Andrew R. Barron

Some Rights Reserved

Author(s): No creator set

License information
Related content

Junior Chemistry: Compounds 1
Junior Chemistry: Compounds 1 - Learn about Junior Chemistry, Compounds 1. The video quality is not the best, but the instructor is very knowledgeable about his subject. (The video starts out dark, but then the instructor moves to a lighter area.) Instructor uses a whiteboard for instruction. (05:25)
Author(s): No creator set

License information
Related content

Learning outcomes

After studying this unit you should be able to:

  • define risk in the most appropriate way, and appreciate the need to prioritise risks;

  • appreciate the costs of illness associated with workplace activities;

  • describe in outline the development of models used to explain the cause of incidents and to promote prevention;

  • recognise the multiple causes contributing to many incidents, and be able to represent them diagrammatically;


  • Author(s): No creator set

    License information
    Related content

    Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

Introduction

Life is full of risk. We encounter many uncalculated outcomes, some beneficial and others adverse. Businesses, especially in the financial context, often consider risk in terms of opportunities for gain. Risk in our context is a way of describing the probability and consequences of harm, or at worst a disaster. Risk management involves many stakeholders who can themselves influence the risks facing an organisation. Integrated management systems help ensure that safety, quality, environmental
Author(s): No creator set

License information
Related content

Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

Acknowledgements

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

Grateful acknowledgement is made to the following sources for permission to reproduce material in this block:

Author(s): No creator set

License information
Related content

Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

So Wrong for So Long: How the Press, the Pundits and the President Failed on Iraq
Greg Mitchell has found both comedy and tragedy in the shameless and near-universal complicity between the American press and the Bush Administration around the Iraq war and occupation. Mitchell’s amply documented account of the run-up to the invasion through the recent surge forms the basis of his new book, So Wro
Author(s): No creator set

License information
Related content

Foreign Policy and the Next U.S. Administration
After tuning in closely to the presidential campaign, these panelists don’t discern worlds of difference in the candidates’ approaches to foreign policy. But the speakers convey key concerns and offer words of advice to the next U.S. president.

Barry Posen is interested in the future of U.S. grand strategy, by which he means our plan for achiev

Author(s): No creator set

License information
Related content

Student Remarks
Nicholas Pearce is a proud advocate of programs that help young people from urban areas transition into higher education. He has not only benefited from such programs, but has given back through his participation as a volunteer, mentor, and speaker. As a high schooljunior, he attended MIT's six-week summer program, Minority Introduction t
Author(s): No creator set

License information
Related content

Pursuing The Endless Frontier: Essays on MIT and the Role of Research Universities
At the conclusion of 14 years at the helm of the Institute, Chuck Vest discusses the challenges and opportunities involved in guiding a major research university through tumultuous times. Vest’s new book, outlined in his remarks, provides a detailed and intimate view of his MIT “adventure.” Some key chapters: At the start of hi
Author(s): No creator set

License information
Related content

In Charlie’s Vision: The Future of Engineering at MIT
James Champy finds much to admire at MIT. But as a seasoned insider, and as a successful entrepreneur, business writer and consultant, he thinks the Institute could use some serious shaking up. As rationale for an MIT redesign, Champy points to increased competition from other universities, here and abroad; new fields opening
Author(s): No creator set

License information
Related content

Beyond the Bench: Preparing MIT Students for the Challenges of Global Leadership
MIT produces students who are “deep, entrepreneurial, passionate, diverse and active,” says Phillip Clay, the kind of talented individuals who should play major parts on the world stage. MIT has begun a drive to ensure that its students fulfill their promise. Central to this mission, Richard Samuels says, is
Author(s): No creator set

License information
Related content

Sustainable Building Design @ MIT: Walking the Talk
There’s “just exactly enough time, with no time to lose” to address the massive challenge of climate change and renewable energy, says moderator John Sterman. With this sense of urgency, MIT faculty, administration and students have taken to heart the mission of rendering their campus and the larger world more sustainable.
Author(s): No creator set

License information
Related content

Yes We Must: Achieve Diversity through Leadership-Keynote
Two “sisters” -- both university chiefs -- celebrate the victory of the first African-American U.S. President, but remind listeners that American institutions have not yet achieved the full measure of Martin Luther King, Jr.’s dream.

MIT, which prides itself on inventing the future, says Susan Hockfield, must

Author(s): No creator set

License information
Related content

Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451